1. The students will learn the different sounds within poetry: alliteration, onomatopoeia, assonance, and consonance.
2. The students will learn how to identify the different sounds within a poem and what it does to the poem as a whole.
Question
Percent of Students whose answers closely matched Objective 1
Percent of Students whose answers closely matched Objective 2
Patterns or Themes noted in students’ answers.
1. What is the main idea of today’s lesson?
86%
60%
To learn about the sounds of poetry (67%)
To learn about sound figurative language (20%)
To find the sounds in poetry: assonance, consonance, onomatopoeia, and alliteration (60%)
Percent of Students who gave significant information.
Examples of some answers
2.What are two important things learned?
67%
Definitions of the words (alliteration, consonance, assonance, onomatopoeia) (60%)
The difference between sound words (13%)
Percent of students who identified unit
Examples of answers that showed connection between lesson and unit.
3. What is the unit we are studying?What is the unit we are studying?
80%
Our lesson is about poetry (60%)
We’re learning about the sounds in poetry. (20%)
List themes of student answers
4. Things Student teacher did to help you learn?
They came to us and helped us out.
Gave us candy when we answered right.
Explained definitions.
How to identify elements.
Showed us examples.
According to the survey, it seems that the students were, for the most part, on the same page as our lesson. They knew what we were teaching, what the lesson was on, and the unit, however I would’ve liked to see the numbers a bit higher from what they had learned, as well as what the main idea of the lesson was that day. I thought the column of what they learned would’ve definitely been higher, as they seemed to get the grasp of things while we were teaching the lesson. I think one thing we could’ve done differently and see if we could get an improvement is ask the students if they understand the concepts enough (quiz them, have them ask questions, etc.) to move onto another lesson, or if we have to explain it a bit more in the next lesson. We, perhaps, could have not had as much piled on in the day and could have continued with the lesson plan in the next day, as well. See if splitting the plan into two days would have made a difference, and see if the kids understand the terms more in two sittings than just one.
For the most part, though, I am happy with the results from how we helped them learn. While a few just stated that we gave them candy to help them know what the terms meant, having the students acknowledging we had helped them learn the terms and that our visits to their groups helped them is a good thing to hear. It’s definitely a strategy I would implement in my future classroom, to have the class split into groups so I could have a discussion with the group as a whole. This way, the group understands the concepts learned and how to implement them in poetry, for example, instead of guessing if a student needs help or not when they work alone.
MSU Student Name: Janelle Townley
Name of Unit: Poetry: Sound Terms
Lesson Objectives:
1. The students will learn the different sounds within poetry: alliteration, onomatopoeia, assonance, and consonance.
2. The students will learn how to identify the different sounds within a poem and what it does to the poem as a whole.
According to the survey, it seems that the students were, for the most part, on the same page as our lesson. They knew what we were teaching, what the lesson was on, and the unit, however I would’ve liked to see the numbers a bit higher from what they had learned, as well as what the main idea of the lesson was that day. I thought the column of what they learned would’ve definitely been higher, as they seemed to get the grasp of things while we were teaching the lesson. I think one thing we could’ve done differently and see if we could get an improvement is ask the students if they understand the concepts enough (quiz them, have them ask questions, etc.) to move onto another lesson, or if we have to explain it a bit more in the next lesson. We, perhaps, could have not had as much piled on in the day and could have continued with the lesson plan in the next day, as well. See if splitting the plan into two days would have made a difference, and see if the kids understand the terms more in two sittings than just one.
For the most part, though, I am happy with the results from how we helped them learn. While a few just stated that we gave them candy to help them know what the terms meant, having the students acknowledging we had helped them learn the terms and that our visits to their groups helped them is a good thing to hear. It’s definitely a strategy I would implement in my future classroom, to have the class split into groups so I could have a discussion with the group as a whole. This way, the group understands the concepts learned and how to implement them in poetry, for example, instead of guessing if a student needs help or not when they work alone.